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To enable students to: 1. Develop the ability to use English effectively for the purpose of practical communication in a variety of second language situations where applicable; 2. Form a sound base for the skills required for further study or employment using English as the medium; 3. Develop an awareness of the nature of language and language-learning skills along with a more general application (e.g., interfacing, analysing, synthesizing material); 4. Encourage students to enjoy and appreciate the variety of language; 5. Enable students to understand and respond appropriately to what they hear, read and experience.
1. Reading/writing 2. Usage 3. Speaking 4. Listening.
Only a few tasks shall be set to test the reading skill. The skills of reading and writing shall be tested in an integrated manner to reflect the way in which language is actually used. This is to allow writing tasks to be stimulated by authentic reading texts rather than seeing the two activities as diverse elements. However, a few tasks may be set to test the reading skill exclusively.
1. Reading :
All the students should be able to: (i) Demonstrate understanding of words/phrases within short texts; (ii) Scan for and extract specific information from texts (At least from the texts of textbooks prescribed); (iii) Organize the relevant information and present it in a logical manner/given format.
2. Writing : All the students should be able to
(i) Carry out simple writing tests, such as, writing an essay, short letters, short stories, paragraphs, paraphrase, summaries in an appropriate form in response to a written stimulus; Demonstrate the ability to describe, report or give information;
(iii) Identify, organise and present given material in a particular form; 1
This domain will test candidate’s knowledge of the structure of English. It will emphasis accuracy and ability to use the grammatical rules of the language correctly. This domain will be tested, to a varying degree, through out the paper.
Students should be able to:
(i) Exercise care over punctuation and spelling, write in accurate simple sentences, attempt a variety of sentence structures. (ii) Recognize the need for paragraphing.
(iii) Use an appropriate vocabulary.
All students should be able to:
(i) (ii) Understand and convey simple and detailed information. Present facts, ideas or opinions in an orderly sequence.
(iii) Make relevant comments on what is heard, seen or read. (iv) Describe experience(s) in simple terms and express intelligibly what is thought or imagined. (v) Respond appropriately in a particular situation. (vi) Speak audibly with appropriate tone, intonation and pace. Note: - The oral / aural communication skills will be tested by the school under the scheme of continuous and comprehensive evaluation. Oral interviews will be used to test the skills.
For Class X
Marks : 100 Time: 3 hours
READING AND DIRECTIVE WRITING English Reader: Book V, Special Series for Class X
1. A prose passage of about 150- 200 words from ‘English Reader; Book V; special series for class X’ followed by following types of questions testing comprehension. (A) Multiple choice questions: Four (i-iv) multiple choice items of 1 mark each testing comprehension. 4 marks
3. 4. 5.
(B) Very short answer questions: 4 marks Two (i-ii) very short answer questions each of two marks (and requiring about 20 – 25 words to answer) seeking information to test comprehension. 8- mark question with appropriate choice (requiring about 50 to 75 words to answer) based on ‘English Reader: Book V, special series for class X’, seeking information to test comprehension. 4- mark question with appropriate internal choice based on ‘English Reader: Book V, special series for class X’, seeking information to test comprehension. Summary or sum and substance (carrying 6 marks) of any one out of two poems contained in ‘English Reader: Book V special series for class X. To recall a poem from “English Reader: Book V, special series” for class X and based on it answer any two out of four very brief questions of 2 marks each.
Steps to English - 5, English Reader for class X
6. A prose passage of about 150 to 200 words from “Steps to English-5, English Reader” for class X, followed by the following types of questions. (A) Multiple choice items Four (i-iv) - multiple choice items of 1 mark each testing comprehension. 1×4 = 4 marks (B) Very short answer questions: Two (i - ii) very short answer questions each of two marks (requiring about 20 – 25 words to answer) seeking information to test comprehension. 2 × 2 = 4 marks 4 – mark question ; with appropriate parallel choice (based on steps to English – 5 English Reader for Class X) seeking information and requiring answer of about 40 to 50 words. Summary or Sum and Substance (carrying 4 –marks) of any one out of the two given poems contained in “Steps to English- 5 English Reader” for class X To recall a poem from “Steps to English – 5, English Reader” for Class X and based on it answer (in about 20 to 30 words) any two out of the four (very) brief questions of 2 marks each. 2 × 2 = 4 marks 3
7. 8. 9.
Argumentative. scientific. 12 Marks Writing a letter (formal or informal for asking for information. These activities should be designed to test the candidate as listener as well as speaker.types of clauses and their uses (Unit 15) Sentence patterns (Unit 16) Past perfect. 7. 10 Marks Writing a story of about 60 to 80 words from a given outline. narrative.modal auxiliaries & their uses (Unit 13) Reported speech–changes in verbs and other changes (Unit 14) Clauses. 4. 08 Marks 11. 3. Writing an essay out of five given essays. 4 .) or a letter to the editor of a newspaper complaining about things etc. environmental. inviting. Questions (Unit 20) COURSE WORK (SCHOOL BASED ASSESSMENT) Speaking/ Listening The student will be assessed on their performance during the academic session on two speaking and Listening activities chosen freely by the teacher.(PART II) Writing and Usage Max. Marks : 50 10. 2. accepting or declining an invitation etc.uses (Unit 17) To. 9. requesting.infinitive and +ing forms (Unit 18) Other sentence patterns (Unit 19) 1 mark 2 marks 2 marks 3 marks 2 marks 2 marks 2 marks 2 marks 2 marks 2 marks Total 20 marks 10. 8. 12 GRAMMAR 20 Marks Based on ‘A Course in English Grammar and Composition’—For Classes IX&X by Malathi Krishnan published by Foundation Books. New Delhi in co-operation with J&K Board of School Education. etc. (of Class X standard and about 150 to 200 words) of the following nature: Descriptive. Pronouns. 5. 1.types & Uses (Unit 11) Conjunctions – types & Uses (Unit 12) Models. 6.
formal conversation or monologue.) Note: . Book V (b) Workbook for English Reader. one word answer labeling of diagram etc.g. A Course in English Grammar and Composition—For Classes IX and X by Malathi Krishnan published by Foundation Books. Books Prescribed : 1. Course work can be under taken with a group of 30 students at a time. requiring comprehension of factual detail demonstrated in minimal written response (e. (a) English Reader. Published by The Jammu and Kashmir State Board of School Education 3. New Delhi in co-operation with J&K Board of School Education. The tests are to be held in classrooms.Course work component will be assessed by the school under the scheme of continuous and comprehensive Evaluation.Stimulus: Listening (recorded cassettes may be provided) (Followed by question testing gist comprehension by box ticking. 5 . true/false or multiple choice items semi. (a) Steps to English – 5 (b) Workbook for Steps to English. 2.
Recognize when and how a mathematical situation may be represented mathematically. 13. identify and interpret relevant factors and where necessary select an appropriate mathematical method to solve the problem. 11. check and interpret the results. 7. Appreciate patterns and relationships in mathematics. 6 .MATHEMATICS AIMS: The following are the aims that describe the educational purpose of a course in Mathematics at the secondary stage: To enable students to: 1. 14. Develop their mathematical knowledge and skill in a way which encourages confidence and provides satisfaction and enjoyment. including extend pieces of work of practical and investigative nature. carry out calculations and understand the significance of the results obtained. 4. 6. 12. DOMAINS The abilities to be assessed in Secondary School Examination shall cover a single domain. Develop an ability to apply mathematics in other subjects. Produce and appreciate imaginative and creative work arising from mathematical ideas. Use mathematics as a means of communication with emphasis on the use of clear expression. Develop a feel for number. particularly science. Technique with application. Develop abilities to reason logically. to generalize and prove. Solve problems. Appreciate the inter dependence of different branches of mathematics. Read mathematics and write and talk about the subject in a variety of ways. 5. 8. Develop their mathematical abilities by considering problems and conducting individual and cooperative enquiry and experiment. 9. Develop an understanding of mathematical principles. present solutions clearly. Acquire a foundation appropriate to their further study of mathematics of other disciplines. 15. 3. Apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world around them. 2. to classify. 10.
Recognize and use spatial relationships in two dimensions. interpret and present information accurately in written. 10. Set out mathematical works. 12. transform and make appropriate use of mathematical statements expressed in words or symbols. Perform calculations by suitable methods. 7. 4. Recall apply and interpret mathematical knowledge in the context of everyday situations. Interpret. Analyse a problem. in a logical and clear form using appropriate symbols and terminology. 8. 6. 13. 9. 11. 2.Techniques with application The Examination will test the ability of the students to: 1. including the solutions of problems. Recognize patterns and structure in a variety of situations and form generalizations. Use mathematical and other instruments to measure and to draw to an acceptable degree of accuracy. 7 . 5. Estimate. select a suitable strategy and apply an appropriate technique to obtain it’s solutions: Apply combinations of mathematical skills and techniques in solving problems. particularly in solving problems. Understand system of measurement in everyday use and make use of them in the solution of problems. approximate and works to degree of accuracy appropriate to the contents. graphical and diagrammatic forms. 3. tabular. Make logical deductions from a given mathematical data. Organize.
multiplication of rational expressions. Recurring deposit account) problems. Geometry 6. subtraction. Solution of ax + bz + c = 0. discriminate of the quadratic equation and nature of the roots. of polynomials by factorization method. Solution of equation reducible to quadratic form. formation of the quadratic equations with given roots. meaning of a rational expression. Trigonometry 5.MATHEMATICS One paper Units 1. applications involving the system of equations from different areas. (a ≠ 0).M. Algebra 2. addition. (i) by factorization (ii) by quadratic formula. Commercial Mathematics 3.D. applications involving quadratic equation from several areas. (a ≠ 0). their Properties and applications Quadratic Equation: Meaning and standard form of a quadric equation ax2 + bx + c = 0.C. Factorization of expressions using remainder theorem ratio and proportion. & L. 2 Unit 2 : Commercial mathematics Banking Working of Banks and different types of accounts (saving Bank account. Rational expressions G. Mensuration 4. Statistics 3 hours 100 Marks Marks 28 10 12 15 25 10 Unit wise Weightage Unit I : Algebra Linear equations in two variables Linear equations in two variables and its graph system of two linear equations in two variables solution of the system of equations by graphical and algebraic methods-consistency/ inconsistency of the equations.C. 8 . factorization of quadratic polynomials by using quadratic formula (when other methods are not easily applicable).
Simple problems based upon the same. etc. Area of shapes like circle. Sin2 A + cos2 A = 1. Taxes: The main objective of this unit is to acquaint the students with the concepts of national economy with special reference to different forms of taxes. cost of flooring etc. Sin (900-A) = cos A. The teacher is expected to give sufficient practice in solving problems involving Income Tax and sales Tax only. MENSURATION –II Volume • • • Computation of volume of a cube.The teacher is expected to devote some time in telling the students as to how Banking system evolved to its present form. Tan A (900-A) = cot A. surface area and volume of cylindrical shapes and solving problems based on it. (ii) Square. sector and segment of circle using. angle. computation of area of polygon and problems based on area like finding perimeter. sec2 A = 1 + tan2 A. perimeter. Computation of Income Tax. 9 . Direct taxes and indirect taxes. cuboids. Computation of area of shapes circle. Computing area of the field and solving problems based on area. like finding cost of fencing. Unit-4 : Trigonometry Trigonometrical Identities. cosec2 A = 1 + cot2 A Proving simple identities based upon the above: Trigonometrical ratio of complementary angles. Computation of surface area and volume of a sphere and solving problems based on it. More emphasis should be laid on problem solving in saving Bank Accounts. Cos (900-A) = sin A. Sales Tax. Unit 3:. secA (900-A) = cosec A.MENSURATION-I Area Computation of area of (i) Different types of triangles. sector and segment of circle. cosec (900) –A) = sec A. Field Book Drawing a field book on the base of a given data. cotA (900–A) = tan A. Formulae and solving problems based on area. (iii) rhombus (iv) rectangle and solving problems based on measurement of area like finding altitudes. Computation of surface area and volume of a cone and solving problems based on it.
the square on the hypotenuse is equal to the sum of the square on the other two sides. If two chords of a circle are equal. if the square on the one side is equal to the sum of the squares on the remaining two sides. In order to achieve the objectives of teaching geometry. 3. the angle opposite the first side is a right angle. . If the corresponding sides of two triangles are proportional. the triangle are equiangular. Similar Triangles: 1. If corresponding sides of two triangles are proportional then the triangle are similar. 6. the triangle on each side of the perpendicular are similar to the whole triangle and each other. 2. 9. angle of depression. 2. If a line is drawn parallel to one side of a triangle. 7. 4. the corresponding angles are equal (i.e. 10 8. If in two triangles. their corresponding chords are equal. If a perpendicular is drawn from the vertex of the right angles of a right angled triangle to the hypotenuse. If two arcs of a circle are congruent. 5. 3. Circle: 1. The proofs of only the starmarked preposition may be asked in the Broad Examination. the emphases should be to make the pupils understand and appreciate the nature of method of a deductive proof. the other two sides are divided in the same ratio. Computing heights of given objects and distances on the basis of given date using trigonometric ratio/identities (for values of trigonometric ratio use trigonometric tables and log tables. the solving of riders (Exercises) covering all the propositions should be emphasised. The ratio of the areas of similar triangles is equal to the ratio of the squares on the squares on the corresponding sides.Height and Distance Solving Problems and find Angle of elevation. one pair of corresponding side are proportional and the including angles are equal then the two triangles are similar. then their corresponding arcs are congruent. the line must be parallel to the third side.) Unit 5 : Geometry In the teaching of geometry at the secondary level. If a line divides any two sides of a triangle in the same ratio. the two triangles are equiangular) their corresponding sides are proportional. The perpendicular from the centre of a circle to a chord bisects the chords. In a right triangle. In a triangle. If in two triangles.
If a chords is drawn through the point of contact of a tangent to a tangent to a circle then the angles which this chords makes with the given tangent are equal respectively to the angles formed in the corresponding alternate segments. A tangents at any point of a circle is perpendicular to the radius through the point of contact. then PA x PB x = PT2. 8. the four points lies on the same circle Equal chords of a circle subtend equal angles at the centre. 22. The angle in a semicircle is a right angle. 18. the chords are equal. 21. If the sum of any pair of opposite angles of a quadrilateral is 1800. If a line segment joining two points subtends equal angles at two other points lying on the same side of the line containing the segment. If the angles subtended by two chords of a circle at the centre are equal. If two chords of a circle intersect inside or outside the circle then the rectangle formed by the two parts of a chords is equal in area to the rectangle formed by the two parts of the other. 5. 19. If two circles touch each other (internally or externally) the point of contact lies on the lines through the centres. 12. 9. then the quadrilateral is cyclic. 16. There is one and only one circle passing through three given non-collinear points. 13. Angles in the same segment of a circle are equal. If PAB is a secant to a circle intersecting the circle at A and B and PT is a tangent at T.4. Equal chords of a circle (or of congruent circle) are equidistant from the centres. 14. The arc of a circle subtending a right angle at any point of the circle in its alternate segment is a semicircle. 6. 11 . The lengths of the two tangents drawn from an external point to a circle are equal. 15. If a line is drawn through an end point of chords of circle so that the angle formed with the chord is equal to the angle subtended by the chord in the alternate segment. then the line is a tangent to the circle. 17. 7. 11. 10. The degree measured of an arc of a circle is twice the angle subtended by it an any point of the alternate segments of circle with respect to the arc. The sum of either pair of opposite angles of a cyclic quadrilateral is 1800. Chords of a circle (or of congruent circle ) that are equidistant from the centers are equal. 20. The line joining the centre of a circle to a chord bisects the chord. 23.
Geometry. Construction of a triangle. 12 . quadrilateral.) similar to the given figures as per the given scale factor. internally/externally in a given ratio.A textbook for secondary schools. The grades award should be communicated to the Board. Arithmetic mean from grouped data. Unit 6: Statistics Arithmetic mean. 3. Banking and Taxation. the course work components have been designed to provide schools with an alternative means of assessment of those objectives which lend themselves to testing by means other than timed written papers. which are difficult to test in timed written papers. etc. 2. 4. Mensuration. Weighted mean. COURSE WORK (ASSIGNMENT/PROJECT WORK) While unit tests and term tests to be conducted by the schools under the scheme of continuous and comprehensive Evaluation are for testwiseness and coaching Students for the board Examinations. Course work shall involve 15 hours work and class time should be allocated accordingly so that the teacher is able to monitor candidates work. B. Short-cut method for computing the mean. appropriate course work should cover many of the objectives to greater extent. Construction of figures (triangles. given base. Candidates should be encouraged to devote time outside the class room to collect data and do other tasks associated with the assignment.Construction : 1. The course work is intended to provide a framework for developing an ability to solve problems for encouraging investigational activities. Class X. Prescribed Book: 1. 2. Procedure: 1. The course work component allows particular emphasis on objectives. Vital statistics and Index number. Division of a given line segments. C. Assignments : The following headings may be helpful in considering the choice of assignments for course works: A. Mathematics:. Published by J&K Board Of School Education. However. Construction of tangent to a circle at a given point on the circle when the centre is (I) Known (ii) Unknown. Median from ungrouped Data. It is recommended that all candidates should submit one project and one investigation to be assessed by the teachers. vertical angle and either altitude or median through vertex. Computed-from ungrouped data.
Scale drawing. Trigonometric/ log tables. SCHEME OF ASSESSMENT I. 4. 4×10 = 40 marks 8 questions of 5 marks each. BOARD EXAMINATION The question paper shall be of 100 marks and three hours duration. 5×1 = 05 marks Note:. Domain to be tested: Techniques with applications. Electronic calculators having exponential and trigonometric functions shall not be allowed. The question paper shall contain questions of variable mark allocations as given below: 4 questions of 10 marks each. 1. procedure to get loans for self employment. Finding area of classrooms.Suggested Topics: A. Three significant figures in answers will be required except where otherwise stated. II. BOOK PRESCRIBED Mathematics: A textbook for class X. There shall be internal and parallel choice in case of four 10 mark questions and eight 05 – mark questions and No choice in case of 03 and 01 – mark questions. shall be provided by the Board.10. 3. 05 and 03 mark questions may contain component of different mark allocations. making a project for starting some business. The student can use a simple electronic calculator. school campus. making projects indicating cost of fencing / walling. 13 . Maps / Models making. if required. 8×5 = 40 marks 5 questions of 3 marks each. Functions of bank. B. say a question may have two or three parts of variable mark allocations. Use of such calculators shall tantamount to using unfair-means. etc. Questions of 10 mark allocations shall generally be based on geometry and mensuration. etc. published by J&K State Board of School Education. C. 2. No other mathematical or statistical tables will be allowed to be used. etc. 5×3 = 15 marks 5 multiple choice questions (items) of 01 mark each. SCHOOL BASED ASSESSMENT The course work will be assessed internally by the schools as per guidelines contained in the scheme of Continuous and Comprehensive Evaluation and instructions issued by the Board.
2. such as gaps and in consistencies. recall. over time. to interpret and evaluate a wide range of historical source and their uses as evidence viz. (Cause and consequence. similarity and difference. Duration of History and Civics paper is of 2 ½ hours and Geography paper is of 1 ½ hour. To help towards and understanding of the development. 4. select and use relevant knowledge and communicate it in coherent form. change and continuity. as appropriate. To promote the acquisition of knowledge and under standing of human activity in the past. The weighting of different sections is given below : History — 40 marks Civics — 20 marks Geography — 40 marks SECTION-I HISTORY AIMS: 1. (v) to detect bias. similarity and difference) 3. To promote understanding of those aspects of Indian historical development which are necessary to know and understand. To promote understanding of nature of cause and consequence. DOMAINS (Assessment objectives) Students should be able to: 1. with present. continuity and change. 6. option and judgment. 14 .SOCIAL SCIENCE There shall be two papers of 100 marks i. To arouse interest in and enthusiasm for the study of the past. 3. 5. to demonstrate understanding of historical terminology and concepts/s. of social and cultural values. To ensure that candidate’s knowledge is rooted in an understanding of the nature and use of historical evidence. (i) to comprehend (ii) to locate an extract relevant information (iii) to distinguish between fact. (iv) to indicate deficiencies. (vi) to compare and contrast a range of sources and to reach conclusions based upon their use as evidence. linking it. 2.e History & Civics paper I and Geography paper II.
Arya Samaj.SOCIAL SCIENCE (PAPER-I) Marks : 60 Time : 2½ Hours SECTION–I (HISTORY) Weightage : 40 Marks Units I II III IV Imperialism British Rule India’s Struggle for Freedom Ghandhian Phase Marks 10 10 10 10 Paper–A (History & Civics) Section ‘A’ Marks : 40 UNIT–I : Imperialism (i) Imperialism :.Religious Reform Movements. Unit – II : British Rule (i) British Rule and its impact on India. (v) The 2nd World War: Causes and Consequences. (iii) The Russian Revolution:. Rise of National Movement – Factors. (vi) Chinese Revolution: Significance. 10 Marks 10 Marks UNIT– III: India’s Struggle for Freedom (i) (ii) Revolt of 1857 – Causes and Effects. 15 . Causes and its impact on Asia and Africa. (ii) Socio. Events and Consequences. Brahmo Samaj. Aligarh Movement and Deoband Movement.Causes and Impact.Causes.Meaning. (iv) Fascism in Italy and Nazism in Germany. 10 Marks (iii) Formation of the Indian National Congress in 1885 and Role of Moderates. (iii) Growth of Education. (ii) The First World War :. (iv) Growth of Press in the 19th Century. Rama Krishna Mission.
mark multiple choice items = 4 . To understand the structure of different civic and political Institutions. 16 . 2. of 1.mark questions with internal and parallel choice = 2.mark questions with internal and parallel choice = 2 . 2×8 = 16 marks No of 5.mark short answer questions = 2 . economic and political arrangements and their effects. 3. 2. 10 Marks (iii) From Swaraj to the Independence Movement. 2×5=10 marks 2×3 = 6 marks 1×4 = 4 marks 1×4 = 4 marks Total = 40 marks (iii) No. ASSESSMENT: (i) (ii) No of 8. of 3. (b) Distinguish between facts and values and identify slanted values and bias. CIVICS AIMS: 1. of 1. Demonstrate the ability to present explanations. Demonstrate the ability to(a) Understand and apply concepts.Cooperation Movement. To encourage a critical awareness of social. Demonstrate knowledge and understanding of (a) Factual information (b) Concepts and terminology. (v) Quit India Movement.(iv) Factors leading in the rise of Extremism in the Congress with Special reference to the Partition of Bengal. ideas and arguments in a coherent. (vi) Rise of Muslim League in 1906: Causes. (v) No. To promote desire to participate in community affairs. (v) Boycott and Swadeshi Movement.mark very short answer questions = 4 . (vi) Independence and Partition of India. (iv) Civil Disobedience Movement. logical and balanced form. 3. Unit–IV : Gandhian Phase (i) (ii) Jallianwalla Bagh Khilafat Movement and the Non. (iv) No. DOMAINS Candidates should be able to: 1.
Franchise. Problems of Indian Democracy 5. Economic inequality. Non.8 2.4 2. Secret Ballot.2 3. The multi-party system. Types.1 1.3 1.2 2.1 6. Candidates.5 2.1 4. India and the world .3 Communalism.6 2.1 5. Languages. Political Parties 3. Our Nation and Society (Unit 5 and Unit 6) Unit 5.4 2. Casteism and Untouchability. 6 marks Unit 4.1.1 1. Inequality of women. The Campaign.1 3.7 2.3 Functions.2 1.4 6. Democracy 1. Opposition.2 6.3.3 5.3 2.1 2. Elections Representation.3 4. The United Nations. Major parties. Symbol.1 4.2.2. The Indian Society. 5 marks (Unit 3 and unit 4) Unit 3. Presidential elections.3.1. Nomination.3.2 1.2 3.2 5.alignment.1 3. Party system. The majority.9 Origin of democracy Types Direct democracy Indirect democracy Hindrance to democracy Public opinion 3 marks Unit 2.3 3. Cities and villages. India’s relations with her Neighbours 17 6 marks Unit 6.SECTION –B (CIVICS) Marks : 20 Unit 1.
3. regional and global scale. The inter-relationships between people’s activities and the total environment and an ability to seek explanations for them. an awareness of the characteristic and distribution of a selection of contrasting physical and human environments. practical skills and presentation skills). 2. The importance of scale (whether local. (b) Spatial patterns and interactions which are important within such environment. regional or global) and the time at which spatial distributions and the working of systems are considered. a sense of place and an understanding of relative location on a local. 18 . The wide range of processes including human actions. 2. 4. social. Investigation (enquiry skills. political and cultural environments and their associated effects on the landscape. Analysis. contributing to the development of (a) Physical. an understanding of the spatial effects of the ways in which people interact with each other and with their environments. A description of each domain follows : (a) Knowledge with Understanding Student should be able to demonstrate an understanding of: 1. an understanding of different communities and culture through out the world and an awareness of the constraints presented by different environments.GEOGRAPHY (PAPER–II) AIMS: The aims are to encourage students to develop— 1. Judgment and decision making. 3. DOMAINS The (a) (b) (c) (d) four domains in geography are: Knowledge with understanding. economic. 5. 4. an understanding same of the processes effecting the development of such environments . The change which occur through time in places and spatial distribution.
make judgements (including evaluation and conclusions) which demonstrate. (d) Investigations (Enquiry. where appropriate (a) a sensitivity to. natural processes and phenomena. select and use suitable basis techniques for observing. economic. classifying. select. depict information in a simple map and diagrammatic form. and a concern for. photographs. presenting. environmental. appreciation of the earth including its people. present and interpret geographical data. use and present geographical information in an appropriate form and an effective manner. collecting. 6. land -scapes. 12. pictorial and graphical form. (d) an awareness of the contrasting opportunities and constraints of people living in different places and under different physical and human conditions. recognise the role of decision making within a geographical context as affected by (a) the physical and human context in which decision are made. 7. television and radio. places. (c) the choice available to decision making and the influences and constraints with in which they operate. (b) the values and perceptions of groups or individuals. (e) a willingness to review their own attitude in the light of a new context as affected by 9. 13. analysing and interpreting data. 19 . use geographical data to recognise patterns in such data and to deduce relationships. (c) documentary materials such as books. use and apply geographical knowledge and understanding on verbal numerical. use a variety of sources for obtaining information including (a) maps and plans at a variety of scale. organise. political and social issues which have a geographical dimensions. landscape and the environment. reason. film. (c) Judgment and Decision Making Through their geographical training students should be able to 8.(b) Analysis Students should be able to: 5. 11. (b) audiovisual materials such as pictures. values and beliefs of other in cultural. Practical and Presentation skills) Students will be expected to demonstrate the ability to the following: 10. (b) an aesthetic. select. (d) statistics. newspaper and magazines. diagrammatic. (c) an appreciation of the attitudes.
Different types of soil (with special reference to soil types found in J&K) Soil ErosionFactors responsible for erosion of soil.2 2. 4.1. Profile of Soil.2 1.1 4.4 1.1. Land degradation. 3.1 2.2 1.GEOGRAPHY (PAPER–II) Content Outline Marks : 40 Time allowed : 1½ hrs Distribution of Marks Units 01 and 02 03 04 05 06 Marks 11 08 08 07 06 Total 40 Unit 01 : Our Resources 1.1 1.3 2. Forest Types of forests (with special reference of J&K State). 20 Unit – 02 : Forest and Water Resources .1 3.1 2.2 3.3 2. Different horizons of soil and their characteristics.4 2.5 Types of Resources: Natural and Man-made resources Renewable & Non-renewable Resource Development-Renewing & developing Resource Planning Conservation of Resources. Land Resources.2 5.2 4. Composition of Soil.1 1. Conservation of land. Conservation and protection of forests. Formation of Soil: factors responsible for formation of soil. 11 marks for Unit I & II Soil: 2. Measures for presenting soil erosion.3 1. Land utilization. Wildlife.1 188.8.131.52.
6. 6.4 Intensive fringing. 6.10 Fisheries.5 Distribution of irrigated Areas.2 Conservation of wildlife.4 Multipurpose River valley projects-with special reference of J&K State. 7. 7.7 Conservation and management of water resources. 7. Water. fruits including dry fruits.1 Subsistence farming 7.4 Cereals – Rice. 6.2.7 Beverage crops. 7.1 National parks and wildlife sanctuaries (reference of J&K sanctuaries and National parks).13 Globalization and its impact on Indian Agriculture.3 Uses of water resources.11 Technological and institutional reforms.2 Shifting Agriculture.6 Fibre crops.2 Macro features of Indian Agriculture.3 Plantation Agriculture. 6.1 Water resources 6. Agriculture 7.12 Food security. Wheat.3 Major crops and their varieties (reference of J&K incorporated) 7. 5. 7.3 Types of farming 7. 7.5 Pulses and oilseeds – Pulses. Spices.2. Oilseeds. 6. 6. Unit : 03 8 marks 7.5. 7.8 Watershed development.9 Rainwater Harvesting. fresh fruits and saffron of J&K State.2. Rubber.6 Growing need for water.9 Animal Husbandry (also J&K livestock statistics).8 Cash crops — sugarcane. 7.1 Land under Agriculture.1. Tobacco. 21 . 7. 7.2. 7. Millers.2 Sources of water (with special reference of J&K State). 7. 6. 7. Maize. 7. 6.
8 8.1 8.2 8.3 8.4 8.5 8.6 8.7
Mineral and Energy Resources. Type of Minerals. Distribution of Minerals- Ironer, Manganese ore, copper, lead, Bauxite, Mica, Limestone- with special reference to J&K State. Conservation of Minerals. Energy Resources Conventional sources of Energy- Coal, Petroleum, Natural Gas, Electricity, Hydro Electricity, nuclear Electricity. Non-conventional sources of Energy- Solar Energy, Biogas . Conservation of Energy Resources.
9 Manufacturing Industries: 9.1 Classification of Industries 9.2 Agro-based Industries-Cotton Textiles, Jute Textiles ,Woolen Textiles, Silk Textiles. 9.3 Mineral Based Industries-Iron & Steel Industries, Aluminum Smelting, Copper Smelting. 9.4 Transport Equipment Industries. 9.5 Electronic Industries. 9.6 Measures to control environmental degradation.
10 10.1 10.2 10.3 10.4 10.5 Transport Communication and Trade: Transport. Roads (different routs of J&K State) Railways (with reference of J&K State). Communications International Trade.
Project Activities / Survey and Brief Report:• • Sources of water in the locality and pollution (based on Secondary source of information). Various irrigation practices in the village and the change in cropping pattern of the land during the past decade.
Note: - Any one activity is to be undertaken : • Depletion of forests and the green house effect. • Depletion of forests and ecological imbalance. • Pollution of water in the locality. 22
Learning Outcome :
This unit of Geography will enable the learners to (i) Understand the value of resources and the need for their judicious utilization and conservation. (ii) Understand the importance e of forests and wildlife in our environment as well as develop concern towards depletion of resources. (iii) Identify various types of farming and discuss the farming methods. (iv) Describe the spatial distribution of major crops as well as understand the relations between rainfall regimes and cropping pattern. (v) Explain various government policies for institutional as well as technological reforms since independence. (vi) Understand the importance of agriculture in national economy. (vii) Understand the importance of water as a resource as well as develop awareness towards its judicious use and conservation. (viii) Discuss the importance of industries in the national economy as well as understand the regional disparities, which resulted due to concentration of industries in some areas. (ix) Explain the importance of transport and communication in the ever shrinking world. (x) Understand the role of trade in the economic development of a country and analyses the changing patterns.
(i) Story of Civilization Vol. II (ii) Geography for class X. (iii) We and Our Govt. Published by Jammu & Kashmir State Board of School Education.
in History and Civics School Based Assessment under Continuous and Comprehensive Evaluation While the unit test and term test conducted by the schools under the schemes of continuous and comprehensive Evaluation are for test-wise-ness and coaching for the Board Examination, the course work component has been designed to provide schools with alternative means of assessment of those objectives which can’t be tested through timed written paper. It is also to allow students to study a topic /theme form out of the syllabus contents of History and Civics work on it to produce an essay/a report of 600-1000 words. 23
Note :– (i)
Private students are exempted from undertaking course work.
(ii) The grades awarded to regular students who failed in social science shall be carried forward, while appearing afresh in the subject to pass the subject.
ASSESSMENT OF BOARD EXAMINATION
There shall be two papers of 100 marks. Paper I will of two & half hours duration containing two sections i.e section I of 40 marks for History: section II of 20 marks for Civics. Paper II will of one & half hour duration containing 40 marks for Geography. Each section of the question Paper I shall contain questions of variable mark allocations as given below:
1. History Marks : 40 (a) Two essay type (Long answer) questions each of 08 marks with internal and parallel choice. 2×8 = 16 marks (b) Two long answer questions each of 05 marks requiring 100-150 words to answer with internal and parallel choice. 2×5 = 10 marks (c) Two short answer questions each of 03 marks requiring 40-80 words to answer. 2×3 = 6 marks (d) Four very short answer questions each of 01 mark requiring one or a few words to one or two simple sentence length answers 4×1 = 4 marks (e) Four multiple choice questions each of 01 mark 4×1 = 4 marks
2. Civics Marks : 20 (a) Two long answer questions each of 05 marks with internal and parallel choice requiring 100-150 words to answer. 2×5 = 10 marks (b) Two short answer questions each of 03 marks requiring 40-80 words to answer. 2×3 = 6 marks (c) Two very short answer questions each of 01 mark Requiring one a few words to one or two simple Sentences-length answers. 2×1 = 2 marks (d) Two multiple-choice questions of 01 mark each. 2×1 = 2 marks
3. Geography Marks : 40
(a) Three Long answer questions each of 05 marks with internal And parallel choice. 3×5 = 15 marks (b) Six short answer questions each of 03 marks requiring 40 – 80 words answer. 6×3 = 18 marks 24
SCHOOL BASED ASSESSMENT COURSE WORK UNDER (Continuous and Comprehensive Evaluation) Every regular student shall be required to produce two pieces of courses. In case marks allocated to the unit on which map is based are more than 05 put 01. Communication and Trade Nurturing Human Resources 1. 3×1 = 3 marks (d) Four multiple choice questions each of 01 marks. 4×1 = 4 marks Note : (a) (b) Out of 5 marks long answer questions one question shall be on map (s) with internal and parallel choice. Marks : 40 Syllabus of Maashi Geography (Urdu Version) for Class 10th Unit-I Physical Setting 1. The Flora.(c) Three very short answer questions each of 01 mark requiring one or a few words to one or two simple sentences length answers. one in Geography and one in the History and Civics. Physical Features 2. Industries Transport. Marks question(s) raising weightage to the marks allocated to the unit. Land use and Water Resources 3. II. Agriculture 2. India on the Globe 3. (ii) Geography X. Agriculture & Industries 1. Human Resource Base 25 12 marks Time : 1½ hrs Unit-II 10 marks Unit-III 08 marks Unit-IV Unit-V 05 marks 05 marks . Climate. Mineral and Power Resources. The Fauna and the Soil 2. Our Natural Resources 1. Books Prescribed: (i) Story of Civilization Vol. The course work shall be assessed in Grades internally by school with provision for internal/external moderation as per Scheme of continuous and comprehensive Evaluation and directions issued by board. Published by Jammu & Kashmir State Board of School Education. (iii) We and our Government. MAASHI GEOGRAPHY M.
2 recognize the usefulness. 4. is universal.5 initiative. 5. the environment 5. and continue to do so. 3.2 are useful in everyday life. Develop abilities and skills that: 1. a worthwhile educational experience for all students.1 concern for accuracy and precision. and care for.2 the study and practice of science are subject to social. to enable them to acquire sufficient understanding and knowledge to: 1. 2. and limitations of scientific method and to appreciate its applicability in other disciplines and in everyday life.3 the application of science may be both beneficial and detrimental to the individual.SCIENCE AIMS: The aims are to: 1. technological. correctly and rigorously applied. whether or not they intend to go on to a study science beyond the secondary stage and in particular. and to take or develop an interest in matters of scientific importance. (c) Experimental skills an investigations. Stimulate interest in.1 become confident citizens in a technological world. (a) Knowledge with understanding. 3. Chemistry and Life Sciences) are. as a result of co-operative activities of groups and individuals. 3.3 integrity.1 scientific theories and methods have developed. (b) Handling information and solving problems. the community and the environment.4 Science transcends national boundaries and that the language of science. in applied sciences or in science-dependent course. 3. Develop attitude relevant to science such as : 3.1 are relevant to the study and practice of science 1. Provide.4 encourage effective communication. economic. 1.2 objectivity.6 inventiveness. 1. ethical and cultural influences and limitations.4 enquiry. 1. 26 .3 be suitably prepared for studies beyond the Secondary stage in pure sciences. DOMAINS The three domains in Science (Physics. 5. Promote an awareness that: 5. 3. 5. through well designed studies of the experimental and practical science. 3. 1.3 encourage efficient and safe practice.
manipulate numerical and other data. 2. 3. Scientific quantities and their determination. organise and present information from a variety of sources. deductive manner to a novel situation. solve problems. calculate or determine etc. (b) Handling information and Solving Problems Students should be able. suggest. describe explain or outline etc. symbolic. make and record observations. plan. translate information from one to another. Scientific instruments and apparatus. make predictions and hypotheses. 3. 4. measurements and estimates. apparatus and materials (including the following of a sequence of instructions where appropriate). 4. 3. theories. quantities and units). 2. Scientific and technological applications with their social economic and environmental implications. interpret and evaluate experimental observations and data. 4. definitions. report trends and draw inferences. graphical and numerical) 1. 2. 5. facts. terminology. present reasoned explanations for phenomena.e. conventions (including symbols. 7. (c) Experimental Skills and Investigations Students should be able to: 1. Question testing these objectives will often begin with one of the following words: define. These skills cannot be precisely specified in the curriculum objectives because question testing such skills are often based on information which is unfamiliar to the candidate. Scientific vocabulary. select. The curriculum objectives define the factual material that candidates may be required to recall and explain. Scientific phenomena. use techniques. locate. Question testing these skills will often being with one of the following words: Discuss. predict. state.Description of each domain is given below: (a) Knowledge with Understanding Students should be able to demonstrate knowledge and understanding in relation to: 1. patterns and relationships. 27 . laws. candidates are required to use principles and concepts that are within the syllabus and apply them in a logical. including techniques of operation and aspects of safety. in words or using other written forms of presentation (i. In answering such question. 6. concepts. 5. use information to identify patterns. investigation and /or evaluate methods and suggest possible improvements (including the selection of techniques. apparatus and materials).
Electricity Periods 12 /Marks 6. combination of resistances(in series and in parallel) ( Numerical Problems) • Heating effect of current. Magnification (Numerical Problems). refraction through a glass slab. Unit 3:. Energy from sea).Sources of Energy: Periods 07/Marks 03 • Various sources of energy. resistance and its dependence.Electric power and energy (Numerical Problems) Unit -4:-Magnetic Effects of Current: Periods 09/Marks 04 • Orested Experiment. Domestic electric circuits. sign conventions. • Concept of electric charge. • Refraction of light. • Electric current . Magnetic field and field lines. • Sign conventions for spherical mirrors. • Lasting of energy sources.SCIENCE Theory Paper A (Physics & Chemistry) Section-I (PHYSICS) Marks 28 Marks 56 (Phy. coil (loop) and solenoid (qualitative only). spherical mirrors. Conventional sources of energy. • Nuclear energy (Nuclear fusion and nuclear fission). lens formula (only relation) (Numerical Problems). • Spherical lenses. 28+28) Time Allotted: 2 ½ Hours Unit 1 Light – Reflection and Refraction: Periods 22/ Marks 10 • Reflection of light. Image formation. image formation. relation between focal length and radius of curvature. magnification. refractive index. Unit-5:. • Magnetic field due to a current carrying current-Straight. • Glass prism (refraction and dispersion). • Non. mirror formula (only relation) (Numerical Problems). improvement in technology for using conventional sources of energy (Biomass and wind energy). uses of spherical mirrors.+Chem.The Human Eye and the Colorful World. 28 . Periods 10 /Marks 05 • Human eye. • Force on a current carrying conductor in a magnetic field. Power of a lenses (Numerical Problems) Unit 2:. electric potential and potential difference . • Atmospheric refraction – twinkling of stars and color of sun at sunrise and sunset. power of accommodation.conventional sources of energy (Solar energy. • Electric Motor. • Ohm’s law and experimental verification. Conditions for no refraction. defects of vision and their correction.
metal carbonates. Covalent bond. Decomposition reactions. Unit. non-metallic acids and bases. • Strength of acids and base solutions . Metallic and non-metallic properties. enrichment of ores. chemical properties of acids and bases viz. Properties of Iionic compounds. Branches and rings. metal hydrogen carbonates (only in case of acids). • Corrosion of metals and its fermentation Unit -5: Acids bases and salts Periods 11/ Marks 05 • Idea about acids and bases.4: Metals and non-metals Periods13/ Marks 06 • Physical properties of metals and non-metals. like O’ Dobernier triads. their extraction. • Chemical properties of carbon compounds viz. • Occurrence of metals. reaction of acids and bases with water. Unit.Section II.(Chemistry) Unit -1: • • • Marks 28 Chemical Reactions and Equation Periods 11/ Marks 05 Chemical equation. Double displacement reactions. • Important Carbon compounds like Ethane and Ethanoic acid. Action of metals. nomenclature of Carbon compounds. combustion. salts. Displacement reactions. viz. oxidation. New lands law of octaves(non evaluating) • Mandleev’s periodic table its achievements and limitations. writing of chemical equation. Combination reactions. Extraction of metals in accordance with activity series. Saturated and unsaturated hydrocarbons. Addition and substitution reactions. Atomic size. • Soaps and Detergents. valancy. Balancing chemical equations. Periods 08/Marks 04 Unit -2: Periodic Classification of Eements • Early attempts regarding classification of elements. air. • Modern periodic table. • Similarities in acids and bases. Allotropes of carbon. metallic acids. chains. position of elements trends in modern periodic table viz. Oxidation and reduction. Reactivity series of metals. Versatile nature of carbon.PH and its importance 29 • • . • Cause of reactivity of metals and non-metals. Types of chemical reactions. homologous series and its characteristics. viz. acids. Properties of Ethanol and Ethanoic acid.3: Carbon and its compounds Periods17/Marks 08 Bonding in Carbon. Effects of oxidation and reduction reactions in everyday life. • Chemical properties of metals like action of water. corrosion and rancidity. refining of metals.
Fragmentation. How are these tissues protected? How does the Nervous Tissue cause action? • Coordination in Plants. Immediate response to stimulus. • How do our activities effect the environment? Ozone layer and how it is getting depleted. Movements due to growth. • Coal and Petroleum. Hydrated salts. Stake holders. Evolution should not be equated with progress. Rules for the inheritance of traits. Spore Formation. their family and PH. • Acquired and Inherited traits. What Happens when the egg is not fertilized? Reproductive Health. Female Reproductive System. Unit III: How do Organisms Reproduce? Periods 12/Marks 5 • Do organisms create exact copies of themselves? The importance of variation. Unit II: Control and Co-ordination • Periods 10 /Marks 5 Animals—Nervous System. Baking soda and Washing soda. Section II. Unit IV: Heredity and Genetics Periods 9/Marks4 • Accumulation of variation during reproduction. Budding. Excretion in Plants.(Life Science) Paper ‘B’ Marks 28 Time Allotted: 1 ½ Hours Unit I: Life Processes Periods 13/Marks • What are life processes? • Nutrition—Autotrophic Nutrition. Vegetative Propagation. Male Reproductive System. Unit V: Our Environment Periods 8/Marks 4 • What happens when we add our waste to the Environment? • Ecosystem—What are its components? Food chains and Webs. • Sexual Reproduction: Why the sexual mode of reproduction? Sexual reproduction in flowering plants. • Modes of reproduction used by unicellular organisms. Mendel’s contributions. Water harvesting. Fossils. • An overview of Natural Resource Management. • Classification. • Transportation: Transportation in Plants. What happens in Reflex Action? Human Brain. How do these traits get expressed? Sex determination. Unit VI: Management of Natural Resources Periods 8/Marks 4 30 • Why do we need to Manage our Resources? • Forests and Wild life.• Idea of salts. How do animals obtain their nutrition? Nutrition in Human Beings. Evolution by stages. . • Excretion: Excretion in Human Beings. Reproduction in Human Beings. Dams. Heterotrophic Nutrition. Chemicals from common salts like Sodium Hydroxide. Sustainable Management. Managing the garbage we produce. Regeneration. plaster of Paris. • Heredity: Inherited traits. • Hormones in Animals. • Speciation. Tracing Evolutionary Relationships. • Respiration. Fission.
• Concept of electric charge. magnification. resistance and its dependence. • Electric Motor. • Force on a current carrying conductor in a magnetic field. Power of a lenses (Numerical Problems) Unit 2:. 34 .SCIENCE Theory Paper A (Physics & Chemistry) Section-I (PHYSICS) Marks 28 Marks 56 (Phy. defects of vision and their correction. sign conventions. refraction through a glass slab. combination of resistances(in series and in parallel) ( Numerical Problems) • Heating effect of current. Magnification (Numerical Problems). Magnetic field and field lines. Periods 10 /Marks 05 • Human eye.conventional sources of energy (Solar energy. • Magnetic field due to a current carrying current-Straight. • Non. • Refraction of light. • Atmospheric refraction – twinkling of stars and color of sun at sunrise and sunset. spherical mirrors. • Lasting of energy sources. lens formula (only relation) (Numerical Problems). power of accommodation.Sources of Energy: Periods 07/Marks 03 • Various sources of energy. • Spherical lenses. • Sign conventions for spherical mirrors. electric potential and potential difference . mirror formula (only relation) (Numerical Problems). relation between focal length and radius of curvature. image formation. Unit-5:. coil (loop) and solenoid (qualitative only). • Ohm’s law and experimental verification. Conditions for no refraction.Electric power and energy (Numerical Problems) Unit -4:-Magnetic Effects of Current: Periods 09/Marks 04 • Orested Experiment. refractive index.The Human Eye and the Colorful World.+Chem. Unit 3:. • Nuclear energy (Nuclear fusion and nuclear fission). Conventional sources of energy. Image formation. Energy from sea). uses of spherical mirrors. 28+28) Time Allotted: 2 ½ Hours Unit 1 Light – Reflection and Refraction: Periods 22/ Marks 10 • Reflection of light. • Electric current . • Glass prism (refraction and dispersion). improvement in technology for using conventional sources of energy (Biomass and wind energy). Domestic electric circuits.Electricity Periods 12 /Marks 6.
Unit III: How do Organisms Reproduce? Periods 12/Marks 5 • Do organisms create exact copies of themselves? The importance of variation. • Respiration. • Transportation: Transportation in Plants. Budding. Hydrated salts. • Modes of reproduction used by unicellular organisms. metal carbonates. Mendel’s contributions. Fragmentation. chemical properties of acids and bases viz. Chemicals from common salts like Sodium Hydroxide. non-metallic acids and bases. Excretion in Plants. Regeneration.Section II. Rules for the inheritance of traits. How do animals obtain their nutrition? Nutrition in Human Beings.(Life Science) Paper ‘B’ Marks 28 Time Allotted: 1 ½ Hours Unit I: Life Processes Periods 13/Marks • What are life processes? • Nutrition—Autotrophic Nutrition. Immediate response to stimulus. Spore Formation. their family and PH. • Sexual Reproduction: Why the sexual mode of reproduction? Sexual reproduction in flowering plants. How are these tissues protected? How does the Nervous Tissue cause action? • Coordination in Plants. What Happens when the egg is not fertilized? Reproductive Health. Male Reproductive System. plaster of Paris. What happens in Reflex Action? Human Brain.PH and its importance • Idea of salts. Action of metals.(Chemistry) Marks 28 Unit -5: Acids bases and salts Periods 11/ Marks 05 • Idea about acids and bases. reaction of acids and bases with water. Heterotrophic Nutrition. • Similarities in acids and bases. Unit IV: Heredity and Genetics Periods 9/Marks4 • Accumulation of variation during reproduction. • Heredity: Inherited traits. Vegetative Propagation. Unit II: Control and Co-ordination • Periods 10 /Marks 5 Animals—Nervous System. metal hydrogen carbonates (only in case of acids). Reproduction in Human Beings. • Strength of acids and base solutions . Female Reproductive System. • Hormones in Animals. Movements due to growth. metallic acids. • Excretion: Excretion in Human Beings. 35 . Section II. Fission. How do these traits get expressed? Sex determination. Baking soda and Washing soda. • Acquired and Inherited traits.
3. 6. 4. • How do our activities effect the environment? Ozone layer and how it is getting depleted. (2 obs. • Coal and Petroleum. Water harvesting. Trace the path of rays through a glass prism and measure the angle of deviation. Using a glass prism. Project work 1. Verify the laws of refraction using glass slab. Tracing Evolutionary Relationships. Prepare and electromagnet.) 9.) 5. Evolution by stages. 36 . Stake holders. To construct an Astronomical Telescope using two convex lenses. Classification. Sustainable Management. Prepare a model showing the production of thermo electric energy. 7. 4. Unit VI: Management of Natural Resources Periods 8/Marks 4 • Why do we need to Manage our Resources? • Forests and Wild life. wire gauge and screen. Managing the garbage we produce. 2. Draw the magnetic lines for a bar magnet using a compass needle. Find the focal length of convex mirror using the candle. and find the refractive index of the material. Verify the laws of reflection using mirror strips 2. Show that the image is as far behind the plane mirror as the object is in front of it. 3. Dams. Unit V: Our Environment Periods 8/Marks 4 • What happens when we add our waste to the Environment? • Ecosystem—What are its components? Food chains and Webs. Prepare an electromagnet and observe the relation between the direction of current and polarity of the electromagnet. Verify Ohms law (2 obs. 10. Evolution should not be equated with progress. Trace the path of a ray of light through a glass slab and show that the angle of incidence is equal to the angle of emergence. Prove that <i+<e= <A+<d. To generate wind energy using a wind mill. Fossils.Speciation. 8. • • PRACTICAL WORK List of Practicals Section-I (PHYSICS ) Section 1 1. • An overview of Natural Resource Management.
Nervous system in human beings d. 2. 8. To make models of alkanes. 3. Project work. To study the microorganisms in stagnant water under microscope. 7. Sulphuric acid on Zinc. Effects of water pollution Or 37 . Preparation of vermicompositing (earthworms). Section-II (CHEMISTRY ) 1. Circulatory system in humans c. Make a list that contains Five elements in the Free State and Five elements in the combined state. Respiratory system in human beings 2. 1. To measure the blood pressure using sphagnometer. To test the conductivity of various salt solutions. Section-III (Life Science) Life Science (Section III) 1. 3. Determine the pH of Juice obtained form different fruits. 6.5. Making a herbarium (At least 10 aquatic and 10 terrestrial plants). 6. Preparation of soap. 3. 5. Simple volumetric Acid Base titrations. 5. b. Preparation of hydrogen gas by the action of dil. c. 2. To show that green plants synthesize carbohydrates. and study the properties. 4. To prepare a model to demonstrate Oersred experiment. Digestive system in Humans b. Determine the pH of water obtained from different sources (at least four). To frame modern periodic table. 4. To prepare and study the temporary mount of Lactobacillus. To study Mendelian ratios using pea seeds. Project work: a. Identifications of organs through charts /Models of the following a. To measure the body temperature and observe pulse rate. To study the reproductive organs of a flower.
Air pollution Or Noise pollution 38 .
URL. Electronic Mails. downloading and Uploading files from or to remote site. Web Browsers. Default Value. UNIT–II : IT TOOLS MS. HTTP. Web servers. Validation Text. HTML. HTML fundamentals: Introduction to Web Page Designing using HTML. Newsgroup. Allow zero length. Creating and saving an HTML document. Setting the Primary Key Inserting data into a database. Designing Web pages using the following elements: 45 . Locating sites using search engines and finding people on the net. Elements in HTML Container and Empty elements.COMPUTER SCIENCE CLASS–X Maximum Theory Practical Time Unit I Unit II Unit III Unit IV : : : : : : : : 100 Marks 40 Marks 60 Marks 1 Hour IT Basics IT Tools MS Access IT Tools HTML IT Applications UNIT-I : IT BASICS Internet: World Wide Web. Required. Inserting and deleting fields. Web address.Office MS Access Basic concepts and need for a database. Creating a database. FTP. Video Conferencing. Services available on Internet: Information retrieval. Email address. Data Validation: Field Size. UNIT-III : HYPER TEXT MARKUP LANGUAGE Basic Concept of Web Browsers with emphasis on popular browsers Internet Explorer and Netscape navigator. Validation Rule. Inserting and deleting Records. Chat.
Note: 1. LEFTMARGIN. Database management. Afsar Alam. 46 . BODY (Attributes: BACKGROUND. Presentation. Teachers are requested to demonstrate some other popular software for word processing. . Delhi-06. (Horizontal Rule. HEAD. BASEFONT (Attributes: COLOR. I (Italics).HTML. A-Element (Attributes: NAME. TITLE. HEIGHT. BGCOLOR. HREF. WIDTH. Insertion of images using the element IMG (Attributes: SRC. In Indian Language(s). Devraa Books. FACE). Suggested Reading : Information Technology on line by Dr. COLOR). CENTER.H6 (Heading). ALINK. BR (Break).. TITLE. ALT. SIZE. Attributes: SIZE. TEXT. START. P (Paragraph). FONT (Attributes: COLOR. (Leap Office is an example of Office suit with Indian Language support) Students are suggested to prepare some document/presentations of their IT Application report file. WIDTH. ALIGN. Spreadsheet. COMMENTS. VLINK. U (Underline). HR. System which support Hindi and /or some other Indian Language(s). FACE). TOPMARGEN). M. LI (List Item). ALIGN) Internal and External Linking between Web pages: Significance of linking. 2. Domains: Database Personal Data Management System Employee Payroll Stock Inventory Website Designing Travel and Tourism Rule India Environment and Pollution. UL & OL (unordered List & Ordered List Attributes: TYPE. ALT) UNIT IV : IT APPLICATIONS Students are suggested to work on the following areas using Access and HTML on topics implementing the tools covered in the course. NOSHADE. for comments. B (Bold). H1. LINK. SIZE.
Access 10 Marks IT Application Report File Viva 10 Marks 05 Marks (b) (c) Design of Practical Question Paper There is no pre-set question paper provided by the Board for conducting practical examination.on Experience 15 Marks (i) Using Internet 05 Marks A problem using Internet Send e-mail. Data Validation. This flexibility has been provided to give more freedom to the examiners for the improvement of practical examination. Note:. (C) Viva 05 Marks 47 . Creating an entering data into a database Setting the primary key.on Experience (2 Exercises) (i) Using Internet 05 Marks (ii) MS. Examiners can set the question paper according to the prescribed curriculum and distribution of marks. However. keeping in view the resources and other facilities available in the laboratory of the School.Printouts of the documents should be attached with the answer sheets (B) IT Application Report file 10 Marks Students are supposed to mark a IT Application Report File containing real life assignment using MS –Access. detailed instruction on the basis of syllabus.PRACTICALS Internal One practical Paper Duration of examination : : 30 Marks 2 hours Distribution of Marks (a) Hands. (A) Hands . distribution of marks and conduction of practical examination has been provided. Documents of MS Access (At least 5). (ii) MS-Access 10 Marks A problem in MS Access related to some of the tools given below to be tested during Examination.
BODY • FONT • CENTER. (c) Viva 05 Marks Suggested reading : Oxford Computer Science by S. Searching pm a given topic and collecting relevant information.P • Comments The students are supposed to know the tools and style for designing the real life applications : • Designing Web Pages for their School • Designing Web Pages for their personal interest.External One Practical Paper Duration of Examination : Marks : 2 Hours 30 Distribution of marks (a) (b) (c) Hands on Experience (2 Exercises) (i) Using Internet (ii) HTML IT Application Report File Viva 04 11 10 05 Marks Marks Marks Marks Design of Practical Question Paper There is no pre-set question paper provided by the Board for conducting practical examination. HR. B. Panchal and A. However. BR.U. TITLE. distribution of marks and conduction of practical examination has been provided.I. detailed instruction on the basis of syllabus. keeping in view the resources and other facilities available in the laboratory of the school. Sabharwal for Class 10th. Break up of Marks (HTML) Visual effect : 4 Linking : 2 Tools used : 5 Note: Printouts of the documents should be attached with the answer sheets. 48 . (A) Hands. (B) IT Application Report File 10 Marks Students are supposed to mark a IT application Report File containing real life presentations. This flexibility has been provided to give more freedom to the examiners for the improvement of practical examination. HEAD.on Experience 15 Marks (i) Using Internet 04 Marks A problem using internet. (ii) HTML 11 Marks A problem on Web page designing (Minimum 2 pages) to be given which will cover some of the following HTML elements: • HTML. Report File must have printouts of the following : HTML source code along with browsers view (at least 10) Web Pages (Minimum 5) designed for the school (Both HTML code and the browser view). Examiners can set the question paper according to the prescribed curriculum and distribution of marks.
16. 2. 15. depending upon the availability of resources and time. Helping in child-care. Preparation of family budget and maintenance of daily household accounts. Volunteer work in hospital and fairs. Digging branch latrines during festivals and maintaining them hygienically. Note: . 9. Use of bus and railway time tables. 8. 11. 3. However. 19. Participation in adult literacy programmes. Preparation & distribution of midday meal/snacks in composite schools. slum/tribal area. Plantation of shady/fuel. 20. ornamental/ A venue trees. Reception work in school. Health and environmental status of the community through door-to door contact programmes. washing or general examination. Helping school authorities in organizing exhibitions.Work practice at this stage may also take the form of project with sequential activities relating to vocations in production or services sector. taking of temperature and bandaging of wounds after their cleaning. 65 . 5. 10. 4. The projects should provide vocational orientation. 6. 14. Students should be required in and out side the school depending upon the availability of resource and time select project in such a way that at least two need areas are covered. Preparation of soak-pit for collecting liquid from the cattle shed. floods and famines and in accident. picnics.job work 1. 18. 17. Each student should be required to take two projects in and outside the school. tour and excursions. Acquaintance with common fertilizers and practices and their application with appropriate equipment. their complexity will increase by adding more dimensions with a definite prevocational focus and on the. Preparation of teaching aids and equipment for self and lower classes. Acquaintance with common pests and plant diseases and use of simple chemical and plant protection equipment.WORK EXPERIENCE (Class X) The nature of essential activities at the secondary stage (Classes IX – X) will remain the same as propose for Class VI to VIII. 7. First aid activities like counting of pulse. 12. etc. Studying the nutrition and health status of people in a village/city. Helping traffic police in regulation of traffic. 13. etc. Milking of dairy animals. Helping in community programmes and enhancing the nutrition. Handling farm animals for feeding.
Bee-keeping. wind. 4. Raising of flowers. 33. plants and their seedlings in nurseries. 20. preservation or sale. Fish rearing in small ponds. 5. Running a student’s back. 10. Preparation of decoration pieces of a more sophisticated nature out of plaster of Paris. Preparation of a variety of teaching aids for use in school. bio-gas. Soil testing reclamation measures. Running a book bank. stamping ink. (2) for table purposes. jelly. 14. 30. 34. etc.. 17. Toeing and dyeing and screen-printing as commercial ventures. 28. Preparation of milk products. etc. Photography-commercial. Repair and maintenance of equipment for plant protection. 27. vegetable. 31. etc. 29. 32. Mat and carpet weaving. bottling and marketing of honey. Plumbing. Garment marking. Post-harvest technology and safe storage of food grains. 11. Stenography. 26. 22. cutting. Cookery skills. Plant protection against pests and diseases. 66 . 19. writing pads. 16. Repair and maintenance of domestic electrical gadgets. Typewriting with adequate proficiency. 23. 24. 9. registers. Hand embroidery. 21. Preparation of stationery items such as files. 3. layering. 15. 7. 18. Prefabrication of irrigation channels. Making bakery and confectionery products. etc. 6. Raising poultry birds (1) for eggs. 13. Developing plants by vegetative propagation-budging. 36.making of jam. files-boards.A list of projects is given below: 1. Mushroom cultivation for consumption. Doll-making. grafting. Preparation of nutritious snacks. Food preservation. 2. Preparing electric extension boards for use in home/school or for sale. 35. 12. tomato ketchup-pickles. Motor-winging as trade. Running a cooperative store. Silkworm rearing for sale or yarn making. tides. Use of bacterial fertilizers. Project relating to non-conventional sources of energy-sun. 37. 8. 25.
To develop awareness regarding importance of physical fitness and organic efficiency in individual and social life. 2. To prepare the individual for contribution towards the solution of common health problems. 5. courage confidence and efficiency. To enable an individual to practise socially acceptable behaviour pattern in an impressive manner. rest. To develop favourable attitudes towards health living through observance of health habits and such practices that contributes to good health. To enable an individual to give evidence of talent and such traits as self-mastery. To enable the individual to practise a acceptable health habits and shun from practices and habits. 9. patriotism. To develop favourable attitude towards good health habits. 10. 67 . 8. & food. 2. sleep. 6. 4. 9. drinking etc. To develop awareness regarding transfer of fundamental process to physical activities of one’s choice. 7. self-sacrifice and service to the community in a better way. To acquaint the individual with harmful effects of smoking. exercise. sports and games for self-satisfaction in present and later life. police and other organisations in the interest of efficient service to the community. 5. To develop favourable attitude to observe safety rules in and out of home. Physical Education 1. 4. discipline. To enable an individual to display sense of responsibility. 6. To promote physical fitness and organic efficiency. 11. To develop favourable for participating in immunization programmes. To develop interest in exercise. To develop active in good posture. like smoking. 7.HEALTH AND PHYSICAL EDUCATION Class X SPECIFIC OBJECTIVES:Health Education 1. To enable the individual made right decision relating to principles and practices of consumer health. To enable an individual to lead an enthusiastic and active life. To develop awareness to good posture so that one may strive to maintain good posture. 3. 8. drinking and abuse of drugs. To prepare the individual to contribute to environmental hygiene. To develop favourable attitude to cooperate with health. 3.
first-aid home nursing (a) Organisation of first-aid teams. food habits. (c) Conditioning Specializing: Sprints. (ii) Use of water for drinking and cooking (iii) Air-factor of air pollution. First. Environment Health (i) Water precaution against contamination. throw. Athletics (a) Repetition of skills & techniques of the events learnt in the previous class.HEALTH EDUCATION 1. cyclones. (c) Participation in safety measure against fire. draughts. 6. setting leading action. 2. (b) Preparing and using first-and kit. jumps. Food and Nutrition Balance diet from locally available food. Low (3 height) Warming up exercises. 5. 4. Knowledge of causes and condition of athletic injuries and developing code of conduct for safety and safety measures. developing skills of distinguishing between a quack and a medical practitioner. Consumer Education Making wise decisions in respect of various consumer products on the basis of their claims in the form of advertisement. healthy cooking practices. Personal Health Sign and symptoms of diseases desirable practices to prevent diseases AIDS and venereal diseases. Control of diseases Participating in popularization of immunised programme precautions against communicable diseases and epidemics participating in naturalization of natural calamities like floods. etc. 3. endurance run. air-aids and other measures. 7.Aid Home Nursing Various steps of safety. Physical Education 1. running over the sticks. food preservation and conservation. (b) Hurdles-110m. 68 .
spin service. Specific drills to develop techniques. Goal keeping. Regulation games. (f) Training for endurance and speed. Offensive and defensive techniques. Scooping. Passing. Kicking. Cricket (a) (b) (c) (d) (e) 4. Goal shooting. Blocking Offensive and defensive tactics.MAJOR GAMES (ANY TWO) 1. (c) Position play Pushing.Training-Endurance. Goalkeeping. floating. Positional play. Training to develop different moves. (c) Game practice.Ball (a) (b) (c) (d) (e) Repetition of skills learnt in the previous class. drop. Training for endurance and speed Repetition of skills learnt in the previous class. Offensive and defensive tactics. Shooting. Specific drills to develop technique-Batting. speed and endurance. Shooting into goal Dribbling. Practice matches. Fielding. Foot-Ball (a) Repetition of skills learnt in the previous class. Training-Endurance. Dribbling. flat service. Hand Ball (a) (b) (c) (d) (e) (f) Repetition of skills learnt in the previous class. Practising drills and techniques. (b) Specific drills to develop techniques. pushing. (g) Regulation game 5. Kicking. 69 . Positional play. Speed & Moves. Badminton (a) Repetition of skill learnt in the previous class. (b) Drills to develop techniques of . Bowling. (d) Positional play (e) Offensive and defensive tactics. Trapping. 3. 2. Basket. Goalkeeping.
Hockey (a) Repetition of skills learnt in the previous class. 70 . Repetition of skills learnt in the previous class. Regulation game. Volley-Ball (a) Repetition of skills learnt in the previous class. Offensive and defensive tactics. Flip-flop through teaching stages with the help of a teacher. (b) Specific drills to develop Techniques. Skills part Floor Exercises : 1. Note: Skill No. Skills-single and double chain dodging Practice of skills. (d) Offensive and defensive tactics. Kho-Kho (a) (b) (c) (d) 9. Combination of previously learnt exercises. (c) Positional play. Passing. 2. Specific drills to develop techniques. Kabaddi (a) (b) (c) (d) Repetition of skills learnt in the previous class.6. Hitting. BOYS III. Gymnastics: Repetition of skills learnt in the previous class: A. (e) Regulation game. Regulation game. (ii) Upper hand pass with back and side roll. 2 & 3 should only be taught keeping in view the capability of an individual. (i) Upper hand pass and turn. 8. 7. (b) Skills-Passing. Forward salto with take-off from the spring board. 3. (iii) Blocking.
Combination of various movements. Various kinds of jumps on balancing beam. Swing in support position. Conditioning Exercises This aspect should in include Various exercises to develop strength. Skill part Floor Exercises 1. GIRLS Gymnastics Repetition of skills learned in the previous class. speed. Flic-flac-through various teaching stage keeping in view the capability of an individual. flexibility and coordination. Balancing Beams 1. A. 3. (ii) One leg circle backward.Parallel Bars (i) upper arm swing. B. 2. Mastery over the previously learnt skills with emphasis on dancing movement incorporating with music. Straddle legs sitting on balancing beam. Horizontal Bar (i) One leg up-start. agility. Vaulting Horse (i) Mastery over the teaching stage of straddle vault on long horse. endurance. (iii) Up start. (ii) Complete straddle vault on long horse. 2. 71 . (ii) Back upraise.
IV. Conditioning exercises: This aspect should include various exercises to develop strength. V. Shalabhasan Garabhasan Naukasan Shirshasan Hjoolasan Brishabhasan Oordh Sarvangasan Hast-Padangushasan Uttan-Kooramasan Surya-Namaskarm. 10. Demonstration fight. Fight after dagger release. Yogic Exercises 1. Mastery over the various stages of handspring. (f) Break down and counter for above holds. (e) Crought lift.Vaulting Horse 1. Fight after dagger release. 3. 4. (d) Cradle. 9. 2. (c) Double arm roll from underneath. Dagger Fight (Jambia) (a) (b) (c) (d) (e) (f) Repetition on the strokes and defense skills learnt in the previous class. rhythm and coordination. agility. Complete handspring. speed. Regulation bouts B. 5. Pinning holds (a) Single arm roll (b) Single arm roll with one leg. Wrestling 1. Stroke to a part of the body and defense. flexibility. 2. 2. 8. Stroke to a part of the body and defense. 7. 3. Combative A. Repeating the previous skills learnt in the previous classes. 6. 72 . keeping in view the capability of an individual. endurance. B. Repetition on the strokes and defense skills learnt in the previous class.
7. 3. Terminology Ippon Wazzari Yuko Koka Shido Chui Keikoku Hikwake Osackomi Toketa Newaza Matte Maitta Sonomama Yoshi VI.VI. 6. 4. Conditioning. Repeat the skills learnt earlier 2. 4. Pull Poine Almost Ippon Almost Wazzari Almost Yuku Note Chuation Warming up Draw Holding Hold Broken Ground Technique Wait Don’t move Start Again Skills 1. 3. Methods of resuscitation. 3. Swimming (Optional) 1. 8. 5. 2. 2. Simple ways of entry in the water (life saving) 4. Simple methods of carry-Head Cross chest. Release from the victim. 73 . 6. Develop the skills of all the four stroke. JUDO 1. Thanai Goshi (Spring Hip Throw) Tato Otoshi (Body Drop) Koshi Gurma (Hip Wheel) Satomaki Komi (Outside Drop) Akuti Eri Jime (Sliding Lapel Check) Ude Garami and Gatani Hand Spring Counter Techniques and Contests. Rules of the judo. History and its Developments. Purpose & methods of Rahdori/Yakshoku-Rensho. 5.
College and mosaic work with coloured papers and Group Activities Organising display and exhibitions of student’s periodical and sessional work.ART EDUCATION (Class X) There shall be one paper of 100 marks and 3 hours duration. zoological gardens. While organising two dimensional spaces with 2 dimensional and 3 dimensional shapes and forms. charcoal pencil colours and gouacha. etc. Devraa Books. 4. musical concerts. hardboard. Crayon. (i) (ii) Theoretical understanding of Art and Culture Short notes with suitable reproductions on important aspects of Indian Art and Culture. (i) (ii) (iii) Planning and arranging cultural evenings. Study of visual resources and their expression Study of line. Study and use of various media and techniques to the extend of their availability. 1. Organising inter-school art exhibitions (not with a view to competition and prize distribution but with a view to widen interaction. fro greater awareness of the environment & cultural varieties. tones. New Delhi-6. (ii) 3. acryline colour and other unconventional source of colours and tools on various surface such as papers. marks. botanical gardens. Important contemporary Artists and Art movements. textures. Suggested Reading : Art Education. canvases. atmosphere. strokes. 74 . (v) 2. etc. (i) Use of contrast as an expressive element of art. (iv) Creative use of colour to show space. (i) (ii) Two Dimensional or Pictorial Activities. simple marking cloth pasted on paper etc. and art galleries and art institutions etc. (iii) Creative use of perspective in spatial relationship. film shows and other performances (including other regional and folk community art forms) (iv) Participating in study trips to museums..
Pastel colour. angle and elbows. Chargola. lyzones etc. alternation. II. Latic. drawing from simple carpentry articles showing plan. Colour Difference in spectrum colours and pigment colours. side elevation and from elevations such as paper trays. Centre chands and corners. and utility ornamental filling of given spaces mander. pyramid. rhythm. contrast. prism. secondary and tertiary colours. balance proportion. namda making. Or Geometrical Design. cone. Geometrical Design Banded design based on Geometrical form all over geometrical patterns. Scale Drawing Preparation of simple scale and diagonal scales. conventional. stool. practice in pigment colours. border designs. juxtaposition of colours mixing and matching of colours. Solid Geometry and Scale drawing I. primary. radiation. Bandircom. 75 . Medium to be used: Tempera powder colours. repetition. design ( woolen pingraz) based on geometrical form such as stars. wall decoration. II. and hook work. teapots. cylinder in different angles showing deviation and plan according to scale. repeat all over pattern. and stenciling. Design and colour design Principles of ornament naturalistic. designs suitable for sealing covers such as Khutamband. fitness. applique. variety. pastel colour and water colour. Medium to be used: Water colour.PAINTING There shall be one paper of 100 marks and 3 hours duration. gabba. compressing. symmetry. Or ART AND DRAWING There shall be one paper of 100 marks and 3 hours duration based on the following contents: I. Painting of Memory Simple composition in (water/Poster/Pastel) Colours on given subject based on sketching from life. colour harmony and contrast. tracing and transferring of design suitable embroidery. chair etc. III. drop. preparation of tints and shades. unit repeat. carpentry. car co printing. Solid Geometrical Drawing Drawing from cube. sitting garden bench. abstract arrangement of the forms and details.
76 . PRACTICAL EXAMINATION Marks : 75 1. Israj. Writing of Ragas or Gats in Notation. Time : 2 hours Handing of Tanpuri or any Musical Instrument: Sitar. Note: The students have to pass theory and practical Examination separately. To sing or play paltas (Alankars) To sing or play the following Ragas with atleast two Tans or Todas: Bhoopali Khamaj or Bilwal. The Main parts of Musical instruments in practice.B. Definition of the following terms: Sangeet Shruti. Shanti Govardhan (Pathak Publication 27 Mahazani Tala. 5. Pakar. 3.MUSIC There shall be one theory paper of 25 marks and 2 hours duration and a practical paper of 75 marks and 3 hours duration. Rabab. 3. Laya. To write Teen Taal. To sing a folk song and a devotional song. Books recommended : Sangeet Shastra Darpan (Part-I) by Smt. 2. Short life histories of Pandit V. Pandit V. Flute. Bakhandy. Santoor. 4. Madha and Tar Sthai Antra Rag Thath. Allahabad. THEORY PAPER Marks : 25 1. To give the Tal beats of Teental Dardra and Kharva in Singal laya. Dadra and Katherawa in Singal lays. 5. Paluskar and Amir Khusroo. Septak (Mander.N. its kinds. Time : 2 hours 4. Swras and its Kinds. Vadiswra Aavadi and Varj) 2.
77 . Record your family expenditure for one week discuss the pattern. (b) Safe storage of cleaning agents and drugs. etc. texture. Unit IV : Purchase of household item: quality. etc.II (Textile and Clothing) Unit. 10 marks Unit-IV : Basic embroidery stitches. Embroidery on cushion covers/s of a backs. etc. First aid burns and cuts. 8 marks Part. (a) Safety in home. comfortable and attractive place to live and work. season. Unit-III : Selection of clothing-Factors affecting selection such as durability. 8 marks 8 marks 8 marks Unit III : Budgeting of family income to meet family needs and plants. utility. etc. Cleaning of metal (s) & household for one week and discuss the pattern. flowers and leaves. Part-I Unit-I Unit-II : Home a clean.HOME SCIENCE There shall be one theory paper of 75 marks and 3 hours duration and practical examination of 25 marks and 3 hour duration.I : Selection. walls furniture equipment including utensils and other accessories. (c) First aid treatment of burns and cuts. cost. Marks : 40 8 marks : Care of Home and its equipment cleaning of floor. beauty comfort. their characteristics. 5 marks PRACTICALS (1) (2) (3) (4) (5) (6) (7) (8) Floor decoration using alpha paints. Market survey of cost and quality of household items. Cleaning and care of sewing machines. care operations of sewing machine Marks: 35 10 marks 10 marks Unit. Collection of fabric sample and discussions of their characteristics.II : Fabrics: types of fabrics.
SYLLABI AND COURSES OF STUDY FOR CLASS X Published under the authority of J&K State Board of School Education (CDRW / Academic Division) November 2005 .
2005 J&K State Board of School Education Bemina Srinagar / Rehari Jammu. Phase-III. Bemina Srinagar / Rehari Jammu. Jammu. . Industrial Estate. © Copy Right Reserved : J&K BOSE Price : Rs. Copies Obtainable : J&K State Board of School Education. Printed at : Narendera Publishing House. Text Book Store. 32-A. Gangyal.Print Order Nov.
5. 2. 4. Deaf and Dumb: 1. 3. 3. 2. . Description Scheme of study 1. 8. 3. Urdu Page Nos. (i) }First Compulsory Language or Hindi General English (Second Compulsory Language) Social Science (History. 2. 2. 9. 10. No. Blind. Chemistry. 7. 2. Civics. Computer Science Hindi Dogri Sanskrit Bodyig Punjabi Urdu Kashmiri Arabic Persian Work Experience Health and Physical Education Art Education Painting Music Home Science 45 – 48 49 – 50 51 – 53 54 – 55 56 – 61 62 – 64 (From Right to Left) 84 – 83 82 – 81 80 79 –78 65 – 66 67 – 73 74 75 76 77 3.CONTENTS S. Geography) Science (Physics. Bio-Science) (From Right to Left) 89 – 85 41 – 44 1–5 6 – 13 14 – 25 26 – 40 Mathematics Additional Language/Subject/s: 1. 4. 4. 6. Subject for physically handicapped children. 3. 5. Activity Related Areas: 1. Compulsory Subjects: 1.
4 Social Science (History. Urdu or Hindi (First Compulsory Language) 2 General English (Second Compulsory Language) 3 Mathematics. Compulsory Subjects: 1. .SCHEME OF STUDIES Every candidate shall be required to take up all the compulsory five subjects to pass/ qualify the Class Xth as course listed below. Civics. Note: No repetition of language is allowed. while opting for additional subject. Geography) 5 Science (Physics. Activity Related Areas: (i) Work Experience (i) Health and Physical Education (i) Art Education Subjects for Physically Handicapped Children Blind Deaf and Dumb. Life-Science) Additional Language/Subject/s: Urdu Kashmir Arabic Persian Hindi Dogri Sanskrit Bodyig Punjabi Computer Education/Science. Chemistry. They can also offer one subject under additional languages/subject. (i) Painting (ii) Music (iii) Home Science.
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